Welcome to the Heights Elementary Science Lab
Please click on your grade level link below to see the new science lessons for April 6th to April 9th.
Assignments for week of (4/6 - 4/9)
Please click on your Grade Level Link:
All students in Grades 1st through 5th will find a (30) minute weekly lesson that can be completed on your own.
As we begin our 2nd week of distance learning, each grade level can click on your grade level link below to see your lesson. Thank you for taking the time to visit our website and complete our science exploration!
Parents and students you can simply email me "completed" to let me know you have done the work. You can make a folder and bring it to school when we get back for me to review. Or, if you would like to share your work you can take a picture or scan it and email it to me.
Please email Mr. Longley with any questions about your grade level activity.
Assignments for week of (3/30 - 4/3)
Please click on your Grade Level Link:
Grade 3 - Week of (3/30 to 4/3)
Grade 4 - Week of (3/30 to 4/3)
Grade 5 - Week of (3/30 to 4/3)
Assignments for week of (3/23 - 3/27)
(Grade 1): Planting Seeds
During our last science class each group planted seeds in soil, added water, and put their plant cups under the plant light. Let's see what has happened so far...
The following words should be used as you think, speak, write, draw, and label about
the seeds you planted during week #1
Soil: the dirt that was used to plant the seeds in
Seedling: another name for a very young plant
Stem: the part of the plant that grows up out of the soil
Leaf: the part of the plant that grows out of the stem
Write (1) sentence using each of the (4) science vocabulary words.
Your sentences should be creative and fun.
Observing, drawing, and labeling your plants...
Here is a photo of your seeds we planted last week.
Observe the seedling by looking at the picture and see if you can find the soil, stem, and leaf or leaves.
Draw a picture of your plant and label its parts.
With your parent or guardian go outside and see if you can find some seedlings or other young plants. Share the names of the plant parts with your parent or guardian.
(Grade 2): Insect Life Cycles
During our last science class each group made a mealworm home making sure we provided food, water, air, and space. Let's see what changes we can observe...
The following words should be used as you think, speak, write, draw, and label the changes you observe with the mealworms you have built homes for last week.
Larva: the second stage in the lifecycle of an insect coming after the egg
Mealworm: the larva stage of the darkling beetle
Molting: shedding or losing skin so that the mealworm can grow bigger
Pupa: the third stage in the lifecycle of an insect coming after the mealworm
Write (1) sentence for each of the (4) science vocabulary words. Your sentences should have good details and show what you already have learned about insect lifecycles.
Observing, drawing, and labeling changes to your mealworm larvae...
Here is a photo of what is living inside your mealworm home after (2) weeks.
Think about what you observe or see and what science vocabulary words you could use to talk about what you see.
Share with someone or think to yourself what you see.
Using the picture above and your science vocabulary words (mealworm, larva, and molting) and draw a picture showing what you see and label the parts.
Look closely at the picture and write (3)+ things you think that are the same and (3)+ things you see that are different. Think about properties like color, size, and shape and remember there are no right or wrong answers, be creative, and have fun.
(Grade 3) Looking Closely at Seeds:
Over the past few lessons we have searched for seeds in fruits, and have soaked seeds to see how much water they can absorb or hold. Now we can open our soaked seeds and see what is inside...
The following words should be used as you think, speak, write, draw, and label what you discover about the seeds that we have soaked in water.
Seed: the part of the plant with the baby plant inside
Embryo: the name of the baby plant inside
Seed Coat: the outside part of the seed that protects the embryo
Cotyledon: the part of the seed that is food for the embryo
Choose (1) of the Science Vocabulary words and create an acrostic. An acrostic uses each letter in the word that tells about something else. Try to make an acrostic that uses some plant words...
For Example: An Acrostic for the word embryo
E - Eat
M - More
B - Beans
R - Really
Y - Yummy
O - Of Course
Observing, drawing, and labeling parts of the soaked seed...
This photo above shows a dry seed on the left and a soaked seed on the right. Share with a parent or guardian or think to yourself: What has changed? Why? How can this change help the seed start to grow?
This photo above shows the soaked seed after it has been opened. The top left part of the photo shows a thin layer that was outside of the seed and peels off easily. The top right of the photo with the orange background shows a very small part that is found inside the seed. The bottom of the photo shows two halves of the seed that are solid and split open easily.
Share with a parent or guardian or think to yourself: What vocabulary words can I use to name or describe these three parts of the seed? What are their jobs? How do they help the seed begin to grow?
Use the bottom picture to help you draw and label the parts of the seed. You can use the science vocabulary words seed coat, embryo, and cotyledon.
Task #3: Optional or extra activity
If you have some lima beans, soaked 3-4 of them overnight in water.
Compare the soaked seeds to the dry seeds. How are they the same? How are they different?
Carefully open the soaked seeds and see if you can find the seed coat, embryo, and cotyledon.
(Grade 4) Observing our Terrariums:
Over the past few weeks each team has built a terrarium adding soil, litter, plants, seeds, and water to learn about ecosystems and food chains. Let's see what has happened to our terrariums...
Use a dictionary, or a phone or computer with internet to write simple definitions for the following words:
Our science vocabulary words and definiens will help us to think, speak, write, draw, and label about our terrariums.
Observing, writing, drawing, and labeling our terrariums...
The photo above shows our terrariums (1) week after we added soil, our plants from the plastic bags, litter, seeds, and water.
Using at least (2) of your science vocabulary words write a short paragraph to explain what you see in the terrarium. Remember a good paragraph starts with a topic sentence, each detail sentence supports your topic, and the concluding sentence restates your topic sentence.
An example of a topic sentence might be:
(Indent) There are a lot of changes that I see in the terrarium.
Observing, writing, drawing, and labeling our terrariums (con't)
A good definition for Food Chain might be:
a series of organisms (living things) that each depend on the next as a source of food
Draw a picture of your terrarium including the soil, plants, and litter. Add to your terrarium something that might eat the plants. Make sure you label the parts that you have drawn in your terrarium. In this example of an ecosystem (a place where living and nonliving things support life) explain why your plants would be considered a producer and what is eating the plants would be called a consumer. You can explain this to a parent or guardian or think to yourself.
(Grade 5) Learning about Body Systems:
For the next few lessons we will explore and learn about the body systems that work together to keep us alive.
Use a dictionary, cell phone or computer with internet service to write simple definitions for the following science vocabulary words about the Digestive System:
Observing, drawing, and labeling parts of the Digestive System...
The diagram above shows most all of the science vocabulary words you were asked to write a definition for. Take a few minutes to check your definitions to make sure they are accurate and describe or tell about the parts of the digestive system. If needed, make some edits to your definitions observing the diagram to help you visualize and better understand the job of each part of the digestive system.
Focusing on the mouth, esophagus, and stomach using the peristalsis challenge.
For this activity you will need a small ball (like a tennis ball or a like sized piece of fruit) and an old nylon sock or a long sports sock, and a timer. Make sure you have permission to use these materials.
A good definition for the science vocabulary word peristalsis might be:
Peristalsis: the muscular movements that help to push the chewed up food from the mouth, down the esophagus, and into the stomach.
The peristalsis challenge is to see how long it takes to put the food (small ball) into the mouth (the opening of the sock) and using the squeezing motions of your hands to get the food (small ball) into the stomach (bottom of the sock). Challenge members of your family to see who is the fastest and explain to them this is how your mouth, esophagus, and stomach work together to begin to digest your food.
Once the food is in your stomach, small pathways called the villi in the small intestine pass the nutrients into the blood. The blood carries the nutrients to the cells and the cells convert or change the nutrients into energy to help keep you alive.
(Task #4): Optional
Using a phone or computer with internet service go to youtube and search for videos about the digestive system for kids. This link below has a few choices you may like. While you watch the video listen for the key vocabulary and remember the goal of the digestive system is to get the nutrients into your blood so that the cells can make energy!